The Influence of The Role of Teacher Leaders on Teachers' Pedagogical Competence in Public Elementary Schools in Margadana District, Tegal City

Abstract

This study examines the contribution of driving teachers in improving the pedagogical capabilities of educators in elementary schools in the Margadana District, Tegal City. The research focuses on analyzing pedagogical competence, which encompasses aspects of design, implementation, assessment, and evaluation of the learning process. The research background is grounded in indications of low teacher pedagogical competence, identified through initial observations and supported by Teacher Performance Assessment (PKG) data in 2024.The study employed a correlational quantitative approach with a sample of 134 teachers randomly selected from a population of 205 teachers. Data collection was conducted through questionnaires measuring the variables of driving teachers' roles and pedagogical competence. Data analysis utilized descriptive data analysis, correlation coefficients, determination coefficients, regression analysis, and a series of statistical prerequisite tests including normality testing, linearity testing, and multicollinearity testing. Research findings demonstrate a significant influence of driving teachers' roles on pedagogical competence, with a contribution of 76% and a significance value of 0.000. These findings imply the importance of empowering driving teachers in enhancing the pedagogical quality of educators at the elementary school level.